An Investigation of Portfolio Self-Assessment Practices and Their Impact on Pre-Intermediate EFL Learners’ Language Proficiency
Amir Ramezani
1
(
Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
)
Mohammadreza Khodareza
2
(
Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
)
Ramin Rahimy
3
(
Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
)
الکلمات المفتاحية: Alternative Assessment, Language Proficiency, Learner Autonomy, Metacognition, Portfolio Self-Assessment, Traditional Assessment,
ملخص المقالة :
This study rigorously investigates the impact of portfolio self-assessment on the enhancement of English language skills among pre-intermediate English as a Foreign Language (EFL) learners. A quasi-experimental design was employed, comprising a sample of 64 male students, aged between 12 and 15 years, drawn from two intact classes at the Dolat and Mellat Language Institute in Gilan, Iran. The participants were systematically divided into two groups and engaged in a 12-week instructional program: the experimental group (n = 31) was subjected to portfolio self-assessment, whereas the control group (n = 33) adhered to conventional assessment methodologies. To evaluate language proficiency, the American English File 2 Test was administered as both a pre-test and a post-test. The analytical approach consisted of descriptive statistics, Shapiro-Wilk normality tests, paired and independent samples t-tests, and effect size calculations. The analysis of the data revealed that the experimental group demonstrated a statistically significant superiority over the control group in language proficiency, as evidenced by the results (t (62) = 9.920, p < .001, r = .61) across all assessed language skills. Notable were the substantial effect sizes observed in reading (r = .76), listening (r = .34), and writing (r = .27). These findings underscore the efficacy of portfolio self-assessment as a learner-centered strategy that enhances language proficiency, fostering metacognitive awareness. The research highlights the need to integrate reflective assessment methods into EFL pedagogy and calls for further investigation into their long-term implications.
Abduljawad, S. A. (2024). Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms. International Journal of Learning Teaching and Educational Research, 23(4), 34–51. https://doi.org/10.26803/ijlter.23.4.3
Abulnour, R. (2016). How do Ontario Secondary School Science teachers who have demonstrated leadership and expertise in the area of constructivist learning theory enact assessment and evaluation [MA thesis, University of Toronto]. https://tspace.library.utoronto.ca/handle/1807/72140
Adhikari, R., & Timsina, T. P. (2024). An Educational Study Focused on the Application of Mixed Methods Approach as a Research Method. The OCEM Journal of Management, Technology and Social Sciences, 3(1), 94-109. https://doi.org/10.3126/ocemjmtss.v3i1.62229
Alaniz, K., & Cerling, K. (2023). Authentic assessment in action: An Everyday Guide for Bringing Learning to Life through Meaningful Assessment. Rowman & Littlefield.
Al-Rashidi, A. H., Vadivel, B., Khalil, N. R., & Basim, N. (2023). The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity. Language Testing in Asia, 13(1), 24.
https://doi.org/10.1186/s40468-023-00237-1
BaniYounes, Z. B. M., Esanmurodova, N., Menon, S. V., & Sivaprasad, G. V. (2024). The Students are Also Invited: Portfolio Assessment and Its Impact on EFL Learners' Critical Thinking, Growth Mindfulness, and Autonomy. Computer-Assisted Language Learning Electronic Journal, 25(4), 604-628. https://callej.org/index.php/journal/article/view/491
Barret, H. (2022). Digital Portfolios in Education: Enhancing Assessment and Learning. International Journal of ePortfolio, 12(1), 1-10.
Beka, A., & Kulinxha, G. (2021). Portfolio as a tool for self-reflection and professional development for Pre-Service teachers. International Journal of Learning Teaching and Educational Research, 20(2), 22–35. https://doi.org/10.26803/ijlter.20.2.2
Biglari, A., Izadpanah, S., & Namaziandost, E. (2021). The Effect of Portfolio Assessment on Iranian EFL Learners’ Autonomy and Writing Skills. Education Research International, 2021, 1–13. https://doi.org/10.1155/2021/4106882
Bookman, B. (2019). Student-generated podcasts as a speaking portfolio. In J. Vorholt (Ed.), New ways in teaching speaking (2nd ed.) (pp. 242-244). Alexandria, VA: TESOL Press.
Brown, G. T. L. (2019). Is assessment for learning really assessment? Frontiers in Education, 4. 1-7. https://doi.org/10.3389/feduc.2019.00064
Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139–149. https://doi.org/10.1016/j.stueduc.2014.03.002
Cong-Lem, N. (2019). Portfolios as learning and alternative-assessment tools in EFL context: a review. CALL-EJ, 20(2), 165-180. http://callej.org/journal/20-2/Cong-Lem2019.pdf
Doğan, Y., Yıldırım, N. T., & Batdı, V. (2024). Effectiveness of portfolio Assessment in Primary Education: A Multi-Complementary Research approach. Evaluation and Program Planning, 106, 102461. https://doi.org/10.1016/j.evalprogplan.2024.102461
Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks, CA, Corwin Press.
Edmonds, W. A., & Kennedy, T. D. (2017). An Applied Guide to Research Designs: Quantitative, Qualitative and Mixed Methods (2nd ed.). Sage Publications.
Fattah, Z. (2024). The Effect of Portfolio Assessment on Iranian EFL Learners’ Writing Ability. International Journal of Practical and Pedagogical Issues in English Education, 2(2), 13-34.
Fawns, T., Bearman, M., Dawson, P., Nieminen, J. H., Ashford-Rowe, K., Willey, K., Jensen, L., Damsha, C., & Press, N. (2024). Authentic assessment: from panacea to criticality. Assessment & Evaluation in Higher Education, 50(3), 396–408. https://doi.org/10.1080/02602938.2024.2404634
Fernandes, S., Alves, A. C., & Uebe-Mansur, A. (2020). Student-Centered Assessment Practices. In Advances in mobile and distance learning book series (pp. 213–243). https://doi.org/10.4018/978-1-7998-4769-4.ch009
Ghoorchaei, B., & Tavakoli, M. (2019). Self-assessment of writing in a portfolio program: A case of Iranian EFL learners. Iranian Journal of English for Academic Purposes, 8(2), 66-79. https://doi.org/20.1001.1.24763187.2019.8.2.5.7
Ghoorchaei, B., & Tavakoli, M. (2020). Students’ perceptions about writing portfolios: A case of Iranian EFL students. Research in English Language Pedagogy, 8(1), 21-42. https://doi.org/10.30486/relp.2019.669076
Hadjiconstantinou, S. (2017). E-portfolios as professional identities for university learners in an English for communication and media program. International Journal of Language Studies, 11(3), 151-166.
Hashemian, M., & Fadaei, B. (2013). Fostering EFL Learners' Autonomy in Light of Portfolio Assessment: Exploring the Potential Impact of Gender. Iranian Journal of Language Teaching Research, 1(2), 135-151.
Hu, L., Wang, Y. (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychol, 11(318), 1-10. https://doi.org/10.1186/s40359-023-01378-x
Hung, S. A., & Huang, H. D. (2010). E-portfolio-based language learning and assessment. The International Journal of Learning Annual Review, 17(7), 313–336. https://doi.org/10.18848/1447-9494/cgp/v17i07/46886
Ibrahim, K. A. A., & Rakhshani, Y. (2024). Portfolio assessment among upper-intermediate learners: effects on learners’ willingness to communicate, grit tendencies, and motivation. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1-23. https://doi.org/10.1186/s40862-024-00257-1
Kouzouli, S. (2012). Investigating Portfolio Assessment with Learners of the 3rd Grade in a Greek State Primary School. Research Papers in Language Teaching and Learning, 3(1), 146–164. https://doaj.org/article/34172dc495894e6f8cfd76bfe46cc6ed
Lam, R. (2020). Writing portfolio assessment in practice: individual, institutional, and systemic issues. Pedagogies: An International Journal, 15(3), 169-182.
Latham-Koenig, C., Oxenden, C., & Seligson, P. (2012). American English File 2. Oxford University Press.
Ma’arif, A. S., Abdullah, F., Fatimah, A. S., & Hidayati, A. N. (2021). Portfolio-Based Assessment in English Language Learning: Highlighting the students’ perceptions. J-SHMIC Journal of English for Academic, 8(1), 1–11. https://doi.org/10.25299/jshmic.2021.vol8(1).6327
Mahmoodi-Nasrabadi, M., Tabatabaei, O., Salehi, H., & Mehrabi, M. (2024). Effect of Portfolio Assessment on Fostering Iranian EFL Students' Empowerment: University Entrance Exam in Focus. Language and Translation, 14(1), 59-72. https://doi.org/10.30495/ttlt.2024.709372
McMillan, J. H. (2018). Classroom assessment: Principles and practice for effective standards-based instruction (7th ed.). Pearson.
Memon, M. A., Thurasamy, R., Ting, H., & Cheah, J. H. (2024). Purposive sampling: A review and guidelines for quantitative research. Journal of Applied Structural Equation Modeling, 9(1), 1-23. https://doi.org/10.47263/JASEM.9(1)01
Namaziandost, E., Alekasir, S., Hassan Mohammed Sawalmeh, M., & Miftah, M. Z. (2020). Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment. Cogent Education, 7(1), 1856764. http://dx.doi.org/10.1080/2331186X.2020.1856764
Nassirdoost, P., & Mall-Amiri, B. (2015). The impact of portfolio assessment on EFL learners’ vocabulary achievement and motivation. Journal for the Study of English Linguistics, 3(1), 38. https://doi.org/10.5296/jsel.v3i1.7750
O’Mahony, T. (2017). The Impact of a Constructivist Approach to Assessment and Feedback on Student Satisfaction and Learning: A case study. AISHE-J, 9(2). https://ojs.aishe.org/index.php/aishe-j/article/view/287
Paluanova, H. (2025). Portfolio assessment in foreign language teaching methods. Language spectrum, 1(1), 209–216. retrieved from https://lingvospektr.uz/index.php/lngsp/article/view/336
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
Sandford, B. A., & Hsu, C. (2013). Alternative assessment and portfolios: review, reconsider, and revitalize. International Journal of Social Science Studies, 1(1), 215-221. https://doi.org/10.11114/ijsss.v1i1.69
Santamaria, G. F. (2024, November 8). Enhancing EFL Education: The Power of Reflective Teaching Practices.
https://conference.pixel-online.net/library_scheda.php?id_abs=6899
Santos, A. R. D. (2024). Reflective portfolios: a learning and self-assessment tool. South Florida Journal of Development, 5(10), e4511. https://doi.org/10.46932/sfjdv5n10-023
Sherrin, D. (2020). Authentic assessment in social studies: A Guide to Keeping it Real. CRC Press.
Vogt, K., Bøhn, H., & Tsagari, D. (2024). Language assessment literacy. Language Teaching, 57(3), 325-340. https://doi.org/10.1017/s0261444824000090
Vogt, K., & Tsagari, D. (2024). Insights from emergency remote language assessment for a post-pandemic world. Studies in Language Assessment, 13(2), 115–146. https://doi.org/10.58379/jjzp4250
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
